First national conference — Australian Association for Environmental Education, Canberra, Australia, October 1980

1981 ◽  
Vol 1 (1) ◽  
pp. 87-87
Author(s):  
G DUKE
Keyword(s):  
Environmental Education ◽  
National Conference ◽  
Australian Association

Why not education for the environment?

1984 ◽  
Vol 1 (1) ◽  
pp. 11-13 ◽  
Author(s):  
I.M. Robottom
Keyword(s):  
Environmental Education ◽  
Curriculum Development ◽  
Curriculum Materials ◽  
Australian Curriculum ◽  
Education Project ◽  
National Conference ◽  
Environment Education ◽  
Australian Association

At the inaugural national conference of the Australian Association for Environmental Education in Adelaide (October, 1980), it was clear that multiple interpretations existed of the key descriptor ‘environmental education’. At that conference, at earlier international conferences (e.g., Tbilisi, 1977) and in recent Australian curriculum materials (e.g., The Curriculum Development Centre's (CDC's) Environmental Education Project), the terms education about the environment, education in the environment, and education for the environment were and have been used to capture the various interpretations of environmental education. An explication of these terms is offered in the Environmental Education Project (CDC, 1981), and in Fensham (1979).These terms seems to embrace the various facets to emerge in discourse about environmental education — they can, perhaps, be taken as representing the accepted dimensions of environmental education.

Towards education for the environment

1984 ◽  
Vol 1 (1) ◽  
pp. 14-15 ◽  
Author(s):  
J. A. Henry
Keyword(s):  
Environmental Education ◽  
National Conference ◽  
Australian Association

This is a version of a paper presented at the Second National Conference of the Australian Association for Environmental Education held in Brisbane in August 1982.This paper will begin with an attempt to address the question: “What presuppositions about teaching and curriculum are embedded in the developed conception of environmental education as education for the environment?” The answers advanced here will be tentative in nature and obviously incomplete. They will, however, allow the discussion to advance to a consideration of teacher behaviours compatible with the education for the environment concept, and to an appreciation of the dilemmas confronting teachers of environmental education so conceived.

Continuing the Narrative Some 20 years Later

2014 ◽  
Vol 30 (1) ◽  
pp. 30-30 ◽  
Author(s):  
Noel Gough
Keyword(s):  
Education Research ◽  
Environmental Education ◽  
National Conference ◽  
Anglophone Literature ◽  
Australian Museum ◽  
Australian Association

I wrote ‘Narrative and Nature: Unsustainable Fictions in Environmental Education’ in 1991 as a revised version of a paper subtitled ‘Poststructural Inquiries in Environmental Education’ that I presented at the Sixth National Conference of the Australian Association for Environmental Education in September 1990. To the best of my knowledge, these papers were the first instances of advocacy for poststructuralist analyses of dicourses/practices in the Anglophone literature of environmental education. The key influences on my thinking at this time were US and Canadian ‘reconceptualist’ curriculum scholars, including Cleo Cherryholmes, Jacques Daignault, William Doll, Clermont Gauthier, Rebecca Martusewicz, William Pinar and William Reynolds. The significance and impact of my poststructuralist inquiries in environmental education were recognised by the award of the inaugural Australian Museum Eureka Prize for Environmental Education Research in 1997. Since then, my ‘post’ scholarship has expanded to include postcolonialism and posthumanism. Narrative continues to be an important theme in my work, especially through my development of an approach to narrative experimentation that I call ‘rhizosemiotic play’.

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